...Introduction The Gospel of John is portrayed as a very theological book. It is written from a historical and narrative perspective. The Christology in the Gospel of John is high even though I question some of the things Jesus does. One thing I question is Jesus turning water into wine. The Scripture I will be discussing will be John 2:1-11. Is there Christology in giving wine that can make one that drunk especially when drunkenness can cause one to do dangerous things? However, the Christology is not in the drunkenness. My objective is to prove that there is humanistic side to making the water into wine and a Christological side of turning the water into wine. My rationale in accomplishing this objective is if Jesus does something, does it make it right for us to do the same thing. My plan on addressing this is to research wine physically and spiritually. Social Location I am a married African American southeastern United States of American, Pentecostal female. I also consider myself reasonably educated. I look at things also based on a small town and small city background. My social location causes me to question things and not accept everything at face value. Methodology The Methodology to argue my thesis statement is Reader Response Method and the method of Reader Response Criticism I will use is individualistic criticism. Background/History/Theological Foundation The Gospel of John has 21 chapters in the state it is in now. According to An Introduction to The New...
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...making employability of the graduates the main goal of education. With two thirds of all majors being in business and finance, humanities don’t seem to play a big role in higher education overall. This work makes an attempt in defense of liberal arts education to our students, and the importance of teaching the subjects like English, Literature and Philosophy independent of a student’s major concentration. Even in our age of specialized and corporatized education, these courses are of great importance. These subjects can help young people find their way in this confusing web of life weaved out of pressure, expectations, failures, problems, fears. What other fields of study can teach them about history of cultures and languages, people who made history; who made contribution to the world in art, literature and science; what young people can learn from them. But most importantly, how to raise questions about life in...
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...1. Which sentence uses verbs correctly? Choose 1 answer - ANSWER D – A. Angry cats are wanting to be let outside. –WRONG TENSE should be “want” B. The hungry dogs have ate their breakfast. - WRONG TENSE should be “eaten” C. Yesterday, the teacher prepares the assignment. - WRONG TENSE should be “prepared” D. The children are ready to go to school. 2. Which sentence has the correct subject-verb agreement? Choose 1 answer ANSWER A – ignore the stuff between the commas A. The children, hushed by their teacher, try to keep quiet. B. The books, read by the student, is returned to their shelf. INCORRECT – plural “books” doesn’t match singular “is returned” C. The librarian, anxious to find the books, browse the stacks. Singular “librarian” does not match plural “browse” D. The student, bothered by the uproar, request less noise. Singular “student” does not match plural “request” 3. Which sentence has the underlined word spelled correctly? Choose 1 answer ANSWER A – B is spelled correctly but it’s the wrong use. A. The principal sent the student a letter of congratulations. B. The principle ate lunch with the students. INCORRECT – wrong version of word for sentence C. The prinsipal signs the final grade reports. INCORRECT – no ‘s’ D. The princepal earned minimal interest. INCORRECT – no ‘e’ 4. Classify each sentence according to whether it exhibits or does not exhibit parallelism. Select your...
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...Relations, foreign policy, and security studies. Primarily developed by Joseph S. Nye, the concept is typically drawn upon to emphasize the more intangible dimensions of power in a field long dominated by overtly material (i.e. military) power. Recently, some scholars have reframed soft power — specifically the key notion of attraction — as a narrative and linguistic process. This literature, however, has downplayed some of the other deep-seated underpinnings of soft power, which this article argues lie in the dynamics of affect. Building upon the International Relations affect and aesthetics literatures, this article develops the concept of soft power as rooted in the political dynamics of emotion and introduces the concept of affective investment. The attraction of soft power stems not only from its cultural influence or narrative construction, but more fundamentally from audiences’ affective investments in the images of identity that it produces. The empirical import of these ideas is offered in an analysis of the construction of American attraction in the war on terror. Keywords Affect, discourse, emotion, narrative, Nye, soft power Introduction In her confirmation hearings in January 2009 before the US Senate Foreign Relations Committee, Secretary of State Hillary Clinton argued that to deal with a multiplicity of pressing global issues, the US ‘must...
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...A voice cannot carry the tongue and the lips that gave it wing. Alone it must seek the ether. -Kahalil Gibran Preface December 16th, 2025 This is a book about Babu Bangladesh. This is about a man popularly known to many of us, as simply Babu. Chances are that many of you across the world encountered his name in media reports about a decade ago. International spotlights turned toward him sometime around 2005, resting on him awhile before his disappearance in 2017. Babu gained repute as a dashing environmentalist, and as an advocate of sustainable development practices in poverty stricken economies. While he is now overlooked by mainstream and gulfstream eyes, collegiate programs, left-leaning organizations, and ecological societies scattered over every continent note his initiatives. Vigilant followers might catch a glimpse of Babu’s likeness flash across the massive LED screens at U2 concerts. Thich Nhat Hanh, Arundhati Roy, and Cornel West have publicly quoted him. It is even believed that when Hillary Clinton visited Bangladesh in late 2017, she voiced strong concerns over the troubling details of Babu’s vanishing act. Female rock-star, Gwen Stefani is said to sport a tattoo on her left buttock that closely resembles Babu, but due to the artist’s weight gain between 2019 and 2022, it is difficult to confirm the likeness. In Bangladesh, Babu is remembered as a writer, politician, and as somewhat of a mystic. Depending on the nature of their interactions...
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...SIGNIFICANCE AND DEPTH OF THE MEDIA ON THE TEXTUAL INTERROGATION OF LITERATURE IN ‘MY FATHER’S BLOOD’ NAME: OJEBODE, AYOKUNMI OLADELE DEPARTMENT OF ENGLISH POSTGRADUATE STUDIES IN LITERATURE REDEEMER’S UNIVERSITY, EDE COURSE CODE/TITLE: ENG 871/ LITERATURE AND MEDIA LECTURER: DR. OFURE AITO THE STILL PHOTOGRAPHY AS LITERATURE IN THE 21ST CENTURY USING TY BELLO’S WORKS Introduction “Art is about collecting experiences and expressing them. For me music and photography are similar art forms. I collect experiences, stir them in myself and express it in my own language. Just like my photography, music is my language.” Ty Bello Today people live in a visually intensive society and a world of spectacular and exciting images. They are bombarded with an orderly and continuously stream of visual stimulation from all manner of media every day. They see mediated images more often than they read words. Images sell everything. This paper offers an analytical framework for understanding how still photography is Literature in the 21st Century, using TY Bello’s still pictures. According to Aristotle, “There can be no words without images”. The world is surrounded with mediated images in such a way that has never been witnessed in the history of mass communication. Every era has expressed itself in its own way since the beginning. Antiquity was the time of legends, epics and mythical narratives. During the sovereignty of this era, meaning was constructed with ‘the word’ and...
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...p 737-753 This is the author's version of the work. It is posted here with permission of the publisher for your personal use. Not for redistribution. See publisher’s website for the definitive published version. http://www.tandf.co.uk/journals/titles/09500693.asp Abstract This paper reports a qualitative study of the learning environment of a Year 11 Biology class. The research was originally framed in a constructivist epistemology, but was also informed by an emancipatory interest. The main methods used for data gathering were participant observation, interviewing, and a written response survey (CES, Tobin, 1993a). It was found that, even though the students viewed the class positively, and described themselves as highly motivated to learn, the level of cognitive engagement was affected by two interrelated factors: the control the teacher had over almost all activities, and student beliefs about learning in this context. The data suggests that both intrinsic and extrinsic motivation which could lead to deep involvement in learning are constrained by a preponderance of teacher-centred methods of instruction. A model is proposed relating intrinsic and extrinsic interest to cognitive engagement. It is concluded that more activities should be used which either implicitly or explicitly reinforce positive beliefs about the need for self-direction in learning. A personal perspective has been included in this paper to indicate the non-linearity of the development of theory. Introduction...
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...Meaning of action: semantic vs pragmatic. The importance of language : How we speak about action; what are the specific circumstances between actors. Language creates new meanings. New linguistic meanings create new possibilities and social realities. And language and action inform each other. Example: the statement “Jump from the window!” can mean many things. The statement can be “reinterpreted in many ways” and “different kinds of actions” are compatible/triggered by that statement, other than the literal interpretation and action that reflects the literal meaning. Semantics views action as propositional sentences. Seen as statements that someone makes to someone about something; they refer to events in the world (mere descriptions of things). Theory of action: from what? To Why? To who? (the agent). Focusing too much on What? and Why? and losing track of Who? (The who? Is ultimately needed for understand action from an ethical perspective.) We need to understand action related to an agent (not just a logical agent but a self). Attribution (of predicates) to a logical subject is not the same as: Ascription to a self where the agent can self-designate himself in the action he performed (or better yet, that he has not yet performed). Imputation (of moral value to an action) is an improvement over attribution but it is not enough. We must distinguish between event vs. action, knowing how vs. knowing that. Action can be explained by: Cause (w/o reason):...
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...any information storage or retrieval system, without written permission from the publishers. Trademark Notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. Library of Congress Cataloging‑in‑Publication Data Tyson, Lois, 1950‑ Critical theory today : a user‑friendly guide / Lois Tyson.‑‑ 2nd ed. p. cm. Includes bibliographical references and index. ISBN 0‑415‑97409‑7 (hb) ‑‑ ISBN 0‑415‑97410‑0 (pb) 1. Criticism. I. Title. PN81.T97 2006 801’.95‑‑dc22 Visit the Taylor & Francis Web site at http://www.taylorandfrancis.com and the Routledge Web site at http://www.routledge‑ny.com 2006001722 I gratefully dedicate this book to my students and to my teachers. I hope I will always have difficulty telling you apart. Contents Preface to the second edition Preface for instructors...
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...Literary Theory: A Very Short Introduction ‘Jonathan Culler has always been about the best person around at explaining literary theory without oversimplifying it or treating it with polemical bias. Literary Theory: A Very Short Introduction is an exemplary work in this genre.’ J. Hillis Miller, University of California, Irvine ‘An impressive and engaging feat of condensation . . . the avoidance of the usual plod through schools and approaches allows the reader to get straight to the heart of the crucial issue for many students, which is: why are they studying literary theory in the first place? . . . an engaging and lively book.’ Patricia Waugh, University of Durham Very Short Introductions are for anyone wanting a stimulating and accessible way in to a new subject. They are written by experts, and have been published in 15 languages worldwide. Very Short Introductions available from Oxford Paperbacks: ANCIENT PHILOSOPHY Julia Annas THE ANGLO-SAXON AGE John Blair ARCHAEOLOGY Paul Bahn ARISTOTLE Jonathan Barnes Augustine Henry Chadwick THE BIBLE John Riches Buddha Michael Carrithers BUDDHISM Damien Keown CLASSICS Mary Beard and John Henderson Continental Philosophy Simon Critchley Darwin Jonathan Howard DESCARTES Tom Sorell EIGHTEENTH-CENTURY BRITAIN Paul Langford The European Union John Pinder Freud Anthony Storr Galileo Stillman Drake Gandhi Bhikhu Parekh HEIDEGGER Michael Inwood HINDUISM Kim Knott HISTORY John H. Arnold HUME A. J...
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...How can I as an educator and Professional Development Manager working with teachers, support and enhance the learning and achievement of pupils in a whole school improvement process? Submitted by Michael Anthony Bosher For The Degree of Doctor of Philosophy of the University of Bath 2001 May 2002 Vol 1.1 Copyright ‘Attention is drawn to the fact that copyright of this thesis rests with the author. This copy of the thesis has been supplied on condition that anyone who consults it is understood to recognise that its copyright rests with its author and that no quotation from the thesis and no information derived from it may be published without the prior written consent of the author’. This thesis may be made available for consultation within the University Library and may be photocopied or lent to other libraries for the purposes of consultation. …………………………… Contents Tables and Figures 2 Acknowledgements 3 Abstract 4 Preface 5 Introduction 13 Chapter 1 A Cultural Context 18 Chapter 2 An Autobiography 25 Chapter 3 Methodology 40 Chapter 4 The School's Action Research Cycles 89 Chapter 5 School Effectiveness and School Improvement 107 Chapter 6 Vignette 1 Alan Shelton a Teacher 'Par Excellence' 120 Chapter 7 Some More Vignettes 158 Chapter 8 A Personal Development Review 184 Chapter 9 The Circle is Completed 190 References ...
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...Literary Theory: A Very Short Introduction ‘Jonathan Culler has always been about the best person around at explaining literary theory without oversimplifying it or treating it with polemical bias. Literary Theory: A Very Short Introduction is an exemplary work in this genre.’ J. Hillis Miller, University of California, Irvine ‘An impressive and engaging feat of condensation . . . the avoidance of the usual plod through schools and approaches allows the reader to get straight to the heart of the crucial issue for many students, which is: why are they studying literary theory in the first place? . . . an engaging and lively book.’ Patricia Waugh, University of Durham Jonathan Culler LITERARY THEORY A Very Short Introduction 1 Great Clarendon Street, Oxford o x2 6 d p Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide in Oxford New York Athens Auckland Bangkok Bogotá Buenos Aires Calcutta Cape Town Chennai Dar es Salaam Delhi Florence Hong Kong Istanbul Karachi Kuala Lumpur Madrid Melbourne Mexico City Mumbai Nairobi Paris São Paulo Shanghai Singapore Taipei Tokyo Toronto Warsaw with associated companies in Berlin Ibadan Oxford is a registered trade mark of Oxford University Press in the UK and in certain other countries Published in the United States by Oxford University Press Inc., New York © Jonathan Culler 1997 The moral rights...
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...Senior School Prospectus 2014 Yr 10/VCE/VCAL/VET 2013 College Captains [pic] Madeline Hallett, Jake Thomas, Arnela Dug, Elias Joseph Contents |Contact Details |Page 3 | |Glossary of Terms |Page 4 | |Key Dates |Page 5 | |Year 10 overview |Pages 6 -10 | |Core Unit Descriptions |11 -30 | |Vocational Pathway Course Overview |31 - 32 | |Victorian Certificate of Education (VCE) Overview |33 - 37 | |Victorian Certificate of Education (VCE) Subjects |38 - 66 | |Victorian Certificate of Applied Learning (VCAL) Overview ...
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...identify the challenges facing women, which would have prevented more women from embracing international assignments, and to more thoroughly explore stated challenges in order to pinpoint possible smallscale solutions. The thesis was based on IHRM. The main research method was a collective case study, which consisted mainly of dual perspective qualitative research. The primary conclusions of this thesis are that with additional local support, the support of the corporation and better repatriation strategies, more women would be likely to enter into the field of international assignment. Further research is needed in industry specific aspects of these fields, as well as return on investment. 2 ACKNOWLEDGEMENTS I would like to thank my supervisor, Minna Söderqvist, who has shown an excess of patience,...
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...HOW TO Prepare Your Curriculum Vitae Revised Edition Acy L. Jackson and C. Kathleen Geckeis Copyright © 2003 by The McGraw-Hill Companies, Inc. All rights reserved. Manufactured in the United States of America. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission of the publisher. 0-07-142626-4 The material in this eBook also appears in the print version of this title: 0-07-139044-8 All trademarks are trademarks of their respective owners. Rather than put a trademark symbol after every occurrence of a trademarked name, we use names in an editorial fashion only, and to the benefit of the trademark owner, with no intention of infringement of the trademark. Where such designations appear in this book, they have been printed with initial caps. McGraw-Hill eBooks are available at special quantity discounts to use as premiums and sales promotions, or for use in corporate training programs. For more information, please contact George Hoare, Special Sales, at george_hoare@mcgraw-hill.com or (212) 904-4069. TERMS OF USE This is a copyrighted work and The McGraw-Hill Companies, Inc. (“McGraw-Hill”) and its licensors reserve all rights in and to the work. Use of this work is subject to these terms. Except as permitted under the Copyright Act of 1976 and the right to store and retrieve...
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